resources and activities
to use with
very young children
Dr. James L. Thomas
Thanks to
Kelly
Thanks to you...
for attending
today!
a few gifts for you...
“sometimes life squeezes
the best out of us”
Ready to Read!
(reading readiness)
Language Play for Infants
The Young and the Restless (1s)
Making Story Times Memorable
for 2s, 3s, and 4s
Who is Dr. James L. Thomas?
“Mr. Jim”
a story, a story
why such passion for early literacy?
“Hello my friends…”
…won’t you sing with me; sing with me?
Won’t you sing with me?
Hello, my friends, won’t you sing with me?
Won’t you come and sing with me?
-clap
-march
-read
-how I evaluate a workshop-
one good idea that I can and will use
ask questions!
make comments,
please
who makes a difference
in a young child’s life?
-parents
-grandparents
-relatives
-children’s librarians
-early childhood care
providers
early literacy and your role
out of my mind
Sharon Draper
essentials for young children
books/reading
music
finger plays
signing
why books/reading with young children?
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introduces the left/right reading process
exposes the child to an exciting, new world
through stories and informational titles
allows the child to hear the linguistic patterns
of his/her language
connects a child with an adult
why music/singing with young children?
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powers the brain: connects neural pathways*
influences: stimulates creativity
connects: brings diverse groups together
transports: in time and emotion
comforts: security and memories*
from “Sing into Reading” by Nancy Stewart
why finger plays with young children?
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promotes love of rhythm and movement
helps children to develop creativity
encourages greater self-esteem
promotes & encourages verbal and motor skills
teaches concepts (body parts, counting, colors,
up/down)
helps a child observe and follow along/focus*
why sign with young children?
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reduces frustration and provides a means to
express themselves*
increases parent-child bonding
lets babies communicate vital information
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children who learn sign actually talk and
comprehend language better than those
who don’t
2 year-olds who were taught sign, have a
bigger vocabulary and were able to put
together significantly longer sentences than
those who did not learn sign
Every Child Ready to Read®
1st edition vs. 2nd edition
(infant-5 years)
(2-5 years)
American Library Association/ALSC
other necessities for young children
playing
talking
writing
why playing with young children?
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main way child learn about the world
helps them build skills necessary for critical
thinking and leadership
learn how to problem solve and feel about
their ability to learn
provides opportunities to explore, ask
questions, and use imagination
allows to practice and refine motor skills
why talking with young children?
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allows for conversation between two people
models for infants natural tone and language
relates and gives meaning to objects in their
world
makes the child feel important building self
concept
teaches appreciation with “pleases” and
“thank yous”
why writing with young children?
threes and up
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develops eye and fine motor coordination
allows for experimentation with paper and
pens
encourages self expression
makes for conversation between the creator
and another person
builds self concept
This presentation is based on information from
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National Institute of Child Health and
Human Development
Public Library Association
Association for Library Service to
Children
Purpose
The purposes of this presentation are
to enable adults
-to understand the needs for early literacy
-to help children (ages birth – 5 years)
become aware of and comfortable
with language
Learning Outcomes
Participants will be able to
-define “early literacy”
-describe ways in which reading and early literacy can
nurture brain development
-list the six essential early literacy skills and describe
ways to incorporate them into daily routines
-practice ways to read picture books the promote
language development
-understand and apply the dialogic reading method
when sharing a picture book
Four Essential Facts About Brain
Development – (GROW)
GET ACTIVE
G = Get Active
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early childhood—time of incredible growth
children learn by doing/repeatedly!
(“Welcome today friends of mine”)
children learn best using all five senses;
therefore, activities we provide should
engage as many of the senses as possible
(use of touch for infants: “Up, up, up…”)
Four Essential Facts About Brain
Development – (GROW)
RELATIONSHIPS
MATTER
R = relationships matter!
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learning happens best in a relationship with a
caring adult
having fun with young children is still the best
way to promote learning and brain
development! Hand, hand, fingers, thumb*
active involvement in a stimulating,
challenging and loving environment causes
the brain to grow and flourish
babies seek to imitate, and they imitate YOU!
Four Essential Facts About Brain
Development – (GROW)
OVER AND OVER
O = Over and Over!
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repetition and emotional response build
pathways (sequence in circle time—same)
the brains of infants come pre-wired for
learning simply by the creation of millions of
neurons, or brain cells
connections between neurons and synapses
are formed and strengthened as a result of
repeated experiences
REPETITION! REPETITION! REPETITION!
Brain Development
what does this number represent?
100 billion
100 billion
# of neurons in the infant brain
neurons are specialized to transmit
information throughout the body
Brain Quiz (true/false)
1. Basic brain connections are laid down before birth.
2. Babies are born with the ability to learn all the
languages in the world.
3. A human baby's brain has the greatest density of
brain cells connectors (synapses) by age 3.
4. Because the brain is making so many connections
pre-birth to age 3, the first three years of life are
the most critical for brain development. After age 3,
the "window of opportunity" closes.
5. Reading to a newborn infant is the best way to help
a child learn to read in the future.
from zerotothree.org
synapse comparison
Brain Development – PET Scan
O = Over and Over!
RESEARCH FINDINGS
an infant 45 minutes old will imitate
an adult sticking our his/her tongue
at five months, an infant will learn
sequence and anticipate between
two: one three times and one twice
at five months, an infant is able to
discriminate between 2 mouths:
one making a noise and the other
not; looks and focuses on the one
making the noise 10 times longer
Four Essential Facts About Brain
Development – (GROW)
WINDOWS OF OPPORTUNITY
W = Windows of Opportunity!
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the early years are the most critical for
literacy development
recent research has demonstrated there are
some times which are more opportune for
certain types of learning than others
Windows continued…
the brain of a one-year-old is more like an
adult brain than an infant brain, but is two
times as active!
SHOWN IN BODY MOVEMENT
– children are born with the ability to hear
the sounds of all of the world’s languages,
this is why children are wired for learning
multiple languages in the early years
(exposure to words from various languages
with one-year-olds)
–
concrete words: various languages
hat
shoe
French
chapeau
Spanish
zapato
Group Activity
instructions
-open your book
-look for first word starting with the
letter “b”
-when you find it, put your finger on
it, and look up at me
What did you know to accomplish this task?
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print awareness
letter knowledge
print motivation
knew what a book is
what a word is
started at the beginning
understood and followed my directions
listened to what I said
right-sidedness
early literacy defined
“early literacy” is what children learn about
reading and writing BEFORE they can
actually read or write
RESEARCH FINDINGS
-by age 3, children have already
developed many literacy skills and
attitudes*
-children who are read to have a
large vocabulary and better
language skills when they start
school
-early literacy skills are a predictor of
later reading success
The 6 Early Literacy Skills
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Print Motivation
Print Awareness
Vocabulary
Narrative Skills
Letter Knowledge
Phonological Awareness
Ready to Read for pre- talkers
1.print awareness: noticing print; knowing how to follow words on a page
-read books to the child
-let them see you turn the pages; let them try too!
-point to signs and words that are around you in everyday life
2. print motivation: interest and enjoyment of books
-let the child see that reading is fun
-make book sharing a special time for you and the child
-short periods of time are okay
-schedule is not as important as the moods of the child
-cont’d for infants and ones
Ready to Read for talkers
1.print awareness
-point to words as needed for clarity
-hold the book in different positions to test for rightness
-point out signs and read them aloud
-use every opportunity to read print aloud
2. print motivation
-let children see the reading is fun
-make book sharing a special time
-create a positive mood when sharing
-keep books accessible
-cont’d for ones and twos
Ready to Read for pre-readers
1. print awareness
-let the child turn the pages
-point to words so that the child sees you are reading words
-make a book together
-point out signs and read them together
-use every opportunity to read print aloud
2. print motivation
-make book sharing a special time
-short periods of time are okay
-keep books readily accessible
-cont’d for 2s, 3s, 4s, 5s
The 6 Early Literacy Skills
MUST be combined with developmentally
appropriate practices!
developmentally appropriate + early literacy =
reading readiness
infants
-hearing our language
first, a child attends
ones
-making sense of a our language
then, s/he remembers
twos and up
-responding to our language
helps him/her understand meanings
Print Motivation
I Like Books
Print Motivation/Loving Books
-a child’s interest in, and enjoyment of, books
What can you do?
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Read often.
Let children see you reading.
Read with enthusiasm.
Keep reading materials lying around.
Treat books as toys.
Read nursery rhymes in book form.
Visit the library.
most important?
Sharing to promote print motivation
Hungry Hen
by Richard Waring
Print Awareness
I See Words
Print Awareness/Using Books
-noticing print everywhere
-knowing how to handle a book
-knowing how to follow the words on a page
What can you do?
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Point to words and signs around you and say the
words. ( STOP or EXIT)*
Read books with your children, and let them
handle the books and turn the pages.
Occasionally follow the words on the page with
your hand (sweeping action).
Make a game of putting a book right side up;
backwards, etc.
Give children access to paper and writing tools.
Vocabulary
I Know Words
Vocabulary/Understanding Words
-knowing the names of things
What can you do?
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Use many words and a variety of words.
Talk and read with your child.
“baby, baby what do you see?”
Explore the feelings/emotions in words. “hurt”
Pause in your reading to explain unfamiliar words.
Use your home language to develop complex neural
connections.
locate rare words in a book
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Caps for Sale by Esphyr Slobodkina
Narrative Skills
I Can Tell a Story
Narrative Skills/Story Awareness
-understanding and telling stories
-describing things
-talking with others/conversation
What can you do?
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Name things and add description.
Listen as children try to talk. (Amanda’s shoes)*
Tell children stories.
Narrate your life and theirs.
Label things and talk about them. (in the home)*
Encourage interaction.
Encourage a infant’s listening.
Letter Knowledge
I Know Letters
Letter Knowledge/Understanding Letters
-letters are different from each other
-letters have different names
-letters make different sounds
What can you do?
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Ages 0-1
– show babies how things are alike and different
( “Blue bird…yellow…red…green…)*
– feel and talk about shapes
Ages 2-3
– use alphabet books!!!!!!!!!!!!!!
– important word to a child! ( “My name is…”)*
– play toy letters: magnet letters, foam letters*
What can you do? continued…
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Ages 4-5
– let children pretend and try to write letters
(sand)
– find letters in the environment
– display large letters around the room
– sing songs (“A, A, A, let’s sing hurray for A”)*
Promoting Letter Knowledge
Chicka Chicka Boom Boom by Bill Martin, Jr.
The Letters Are Lost by Lisa Ernst
alphabet books continued…
The Z Was Zapped by Chris Van Allsburg
Absolutely Awful Alphabet by Mordicai Gerstein
Bad Kitty by Nick Bruel
Phonological Awareness
I Hear Words
Phonological Awareness/
Understanding Sounds
-identifying and hearing sounds in words
-ability to recognize compound parts
What can you do?
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Ages 0-3
– sing songs that a become familiar
– share rhyming books Brown Bear, Brown Bear
Ages 4-5
– say tongue twisters
– read rhyming books We’re Going on a Bear Hunt
– play word games
– use your own language
What’s That Sound?
At home, or while out and about, point out or make
sounds, and ask ones to imitate the sounds (if old
enough), including:
-sounds in the environment
-sounds you create
-sounds animals make
“When dogs get up in the morning” song*
-sounds that people make
Say It Slow, Say It Fast
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choose a word with two beats, “doorbell”
tell your child the word, and have your child say
it back to you
say the word slowly/fast, carefully
separating the beats “door…bell”
have your child repeat the word slowly;
now say it fast
use three-beat words (or even more!)
“alligator” and clap the beat with each beat
clapping and stomping
to make the beats
Steg-o-saur-us,
Steg-o-saur-us,
In a swamp,
In a swamp.
Spikes upon his tail,
Sharper than a nail,
Stomp, stomp, stomp!
Stomp, stomp, stomp!
(tune: Are you sleeping?)
Sharing to Promote Sound Awareness
Tanka Tanka Skunk! by Steve Webb
Hand, Hand, Fingers, Thumb by Al Perkins
Dialogic reading method
-conversation or dialog between the child and
adult sharing the book
-demonstration of pragmatic skills: listening,
formulation of questions, and responding
Part I: Tips to Build Vocabulary
ask “what” questions
-follow answers with another question
-repeat
-help
what the child says
the child as needed with responses
-give answers and child repeats
-praise and encourage the child
Part II: Tips to Build Sentence Skills
-ask “open-ended” questions:
What’s going on here?
Tell me what you see on the page?
-follow answers with another question:
Why did it happen that way?
I wonder how…?
How did that happen?
What do you think?
-expand what the child says:
add another piece of information
handouts and CD
let’s take a look
END
other activities to
promote early literacy
-writing boxes
Bank Street College of Education (Google)
-literacy toys: Lakeshore Learning, Kaplan
-learning zone in your home
-pretend, dress up, and dramatic play
-talking increases vocabulary & comprehension
-attend library programs!
In a Nutshell…
• Children model adult
behavior
• First five years set
the stage
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Parents/caregivers know
their children best
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Children learn by doing
http://www.dltkteach.com/
alphabuddies/asl/
–
signplanet.net
schema: how connections are made